Enhancing Learning Outcomes in Psychology through Active Learning Strategies in Classroom and Online Learning Environments

Abstract

This study investigated the relationships among active learning strategies utilised in both face to face classroom (role play and videos) and online (discussion forum and glossary activities) and students’ learning outcomes (SLOs) among a sample of 158 undergraduate psychology students at The University of the West Indies (UWI), Barbados. The two instruments used for data collection were Active Learning Strategy Survey and Student Learning Outcomes Assessment Scale. Data were analysed using descriptive statistics, Pearson product-moment correlation coefficient and multiple regressions analysis. Results revealed significant positive relationships between the active leaning strategies utilised in both classroom and online environments and the student learning outcome (SLOs); the results also showed that the strategies contributed 11% (Rsq=0.112) to the variance in SLOs and this was found to be significant (F (4,153) = 4.84, p < .001). Additionally, it was found that the strategies utilised in the classroom emerged as better predictors of SLOs than the strategies employed online. These results were discussed in the light of the importance of the active learning strategies as best practices for promoting learning outcomes among the university students.